ABSTRACT

This case study reports on challenges and professional perspectives of vocational high school teachers working in a socially disadvantaged in rural Turkey. The data were gathered from 14 participants, including teachers, administrators and counsellor through individual and focus group interviews and classroom observations. The analysis found that students in Turkish vocational high schools are negatively positioned, this was evidenced in poor student engagement and the struggles of classroom management experienced by teachers. The perceived problems and needs showed some differences across teachers who provide academic and vocational courses. The findings imply that there is a need for social justice advocacy for rural vocational high school students by fostering teachers and improving the system by policy development.

摘要

本案例研究报告了在土耳其农村弱势群体中工作的职业高中教师所面临的挑战和专业观点。数据来自14位参与者，包括教师，行政人员和顾问，通过个人和焦点小组访谈以及课堂观察获得。分析发现，土耳其职业高中的学生处于不利地位，这在学生敬业度低以及教师在课堂管理方面的挣扎中得到了证明。所感知到的问题和需求在提供学术和职业课程的教师之间显示出一些差异。研究结果表明，有必要通过培养教师和通过政策制定来完善农村职业高中生的社会正义意识。